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721.
Validating the multimedia activity recall for children and adolescents in a large New Zealand sample
Ralph Maddison Louise S. Foley Tim S. Olds Kate Ridley Yannan Jiang 《Journal of sports sciences》2013,31(5):470-478
AbstractThe aim of the study was to validate the self-report Multimedia Activity Recall for Children and Adolescents (MARCA) against accelerometry for the assessment of physical activity in New Zealand children. Participants (n = 716, 10–18 years) recalled 3–4 days of activity using the MARCA and underwent a partially overlapping 7-day accelerometry protocol during a national survey. Spearman correlation coefficients (ρ) assessed the association between accelerometer-derived counts per minute and MARCA-derived physical activity level and time in locomotion. Both data sources estimated time spent in light and moderate–vigorous physical activity. Association and agreement between methods for light physical activity and moderate–vigorous physical activity was assessed using correlations and Bland–Altman plots respectively, and paired t-tests conducted. Accelerometer-derived activity counts were moderately correlated with both MARCA-derived physical activity level and locomotion (ρ = 0.38, P < 0.0001). The correlation between methods was –0.14 for light physical activity and 0.28 for moderate–vigorous physical activity (P < 0.0001). The MARCA overestimated moderate–vigorous physical activity compared with accelerometry (120 min, P < 0.0001), which increased as moderate–vigorous physical activity time increased. Some sex and ethnicity (Māori [indigenous] versus non-Māori) differences were observed. Overall, the MARCA indicated moderate validity for assessment of physical activity level, locomotion and moderate–vigorous physical activity and poor validity for assessment of light physical activity. This was comparable to other self-report tools. The MARCA has utility for future large-scale research. 相似文献
722.
The Association of Objectively Determined Physical Activity Behavior Among Adolescent Female Friends
Louise Schofield Kerry W. Mummery Grant Schofield Will Hopkins 《Research quarterly for exercise and sport》2013,84(2):9-15
The purpose of this study was to examine the extent to which physical activity among adolescent female friends is interdependent. The participants were 318 adolescent girls with a mean age of 16.0 years (range: 15–18 years). Pedometry was used to assess physical activity over 4 days. The relationship between an individual girl and her first-nominated reciprocal friend's physical activity level was moderate (r = 0.45, 90% confidence interval = 0.31, 0.56), when the friendship was nonreciprocal it was trivial (r = -.06, 90% confidence interval = -.36. .25). Friends' physical activity levels explained between 27% and 32% of an individual's pedometer-determined physical activity level. Reciprocity of friendship is an important variable to consider when understanding the relationship between adolescent female friends' physical activity. When friendships are reciprocal, there is a stronger relationship between friends' physical activity. 相似文献
723.
Orla Doyle Louise McEntee Kelly A. McNamara 《European Journal of Psychology of Education - EJPE》2012,27(1):133-154
Socioeconomic inequalities in children’s skills and capabilities begin early in life and can have detrimental effects on future
success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities
using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a disadvantaged urban community of Ireland. It specifically examined differences in skills within a low SES community
in order to investigate the role of relative disadvantage on children’s development. SES differences across multiple domains
of school readiness were examined using Monte Carlo permutation tests and seemingly unrelated regression models. The false
discovery rate (Benjamini and Hochberg 1995) was used to control for multiple hypothesis testing. The results indicated that being from a relatively higher SES background
does not act as a protective factor for children residing in a disadvantaged community for the majority of school readiness
domains. This implies that the neighbourhood may play a role in children’s school readiness skills. These results suggest
that school readiness interventions should target all children living in disadvantaged communities as each child may be at
risk of poor school readiness. 相似文献
724.
As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the
opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural
projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a venue to apply and test contemporary
models, methodologies, and theories in ID. This design-based research case study employed a rapid prototyping methodology
and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural
instruction. Instructional strategies deemed effective for instructing an unskilled workforce in Dubai, United Arab Emirates,
included job aids, situated learning and apprenticeship principles consisting of modeling, coaching and scaffolding. Use of
the constructivist ID model and instructional solution for a cross-cultural workforce for The Dubai Mall are presented. Evaluation
results indicate the success of the instructional strategies varied dependent upon worker culture, and the sequential nature
of the instructional strategies. 相似文献
725.
The Urban Review - University-based teacher education programs struggle with recruitment and retention of Black teachers. While the enrollment of children of color in K-12 public schools has held... 相似文献
726.
Higher Education - Positive attributes stick to higher education internationalisation, and it is a policy paradigm with performative effects. Internationalisation draws on imagined virtuous flows... 相似文献
727.
Ilma Louise Hadley 《Literacy》1987,21(2):106-114
An experiment was conducted with 151 primary school children from three year levels, in a suburban primary school, set in a moderately high socio-economic area. The object of the investigation was to test the understanding of twelve anaphoric pronouns, which were embedded in passages of continuous text. The relationship between the perception of the cohesive items, and general reading comprehension was studied, as was the difference between the performance of girls and boys. A further question related to the understanding of anaphoric items set within direct speech. Results showed a significant relationship between the comprehension of the selected anaphoric personal items and ability in reading, as measured by a standardised test. In the early school years, girls were superior to boys in their perception of the items, but no difference was found at the upper level of the school. Children of all levels found the items set within quoted speech more difficult to comprehend than the items in the rest of the text. Some practical teaching strategies are discussed, and attention is drawn to areas where teachers' awareness of cohesion could prove useful. 相似文献
728.
Amelia Gulliver Louise Farrer Kylie Bennett Kathleen M Griffiths 《Journal of Further & Higher Education》2019,43(3):434-442
Despite high rates of mental disorders in university students, very few seek professional help. University teaching staff are well placed to connect students with mental health care. However, little is known about university staff attitudes to and knowledge about mental health problems, or whether these factors influence their experience with and assistance of students with these problems. A total of 224 teaching staff members at the Australian National University, Canberra completed an anonymous online survey via an email link (16.4% response rate from N ~ 1370). Measures included demographic and professional information, experiences with student mental health, knowledge of depression (literacy) and attitudes to depression (stigma). Strength of stigmatising attitude did not predict whether a teaching staff member would approach a student to assist with mental health problems. Teaching staff with higher levels of depression literacy (OR = 1.14, p = 0.007) were more likely to feel sufficiently informed to help students with mental health problems. Ensuring staff complete mental health literacy training and have adequate skills to respond appropriately to students with mental health problems may help in connecting young people to appropriate care in a university context. 相似文献
729.
Valeria Lovelace Susan Scheiner Susan Dollberg Ivelisse Segui Tracey Black 《Learning, Media and Technology》1994,20(2):69-78
Since its inception, Sesame Street has modelled racial harmony; however, as a result of the rising racial unrest in the United States in 1989, we launched a four-year race relations curriculum initiative designed to be more explicit about physical and cultural differences, and to encourage friendship between people of different races and cultures. To assess children's basic knowledge and attitudes about diverse children living and playing together a variety of methods were developed, including a game 'Make a Neighborhood', to assess how living in a segregated environment influences preschoolers' understanding of race relations. The game allowed us to observe how preschoolers sort drawings of children who differ by race, clothing and hairstyle into places in the neighbourhood. Results indicated that Chinese American, African American, Puerto Rican and Crow Indian preschoolers integrated homes, schools, playgrounds, churches and stores when given drawings of children from their own groups and White children. White preschoolers integrated Chinese American and White, Puerto Rican and White and Crow Indian and White children in every structure. However, White preschoolers were significantly more likely to segregate African American and White children in the homes, schools, playgrounds, churches and stores. Based on these results, segments were produced which show White children visiting an African American friend's home. 相似文献
730.
Pamela S. Lassiter Louise Napolitano John R. Culbreth Kok‐Mun Ng 《Counselor Education & Supervision》2008,47(3):164-178
Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients. 相似文献